全文获取类型
收费全文 | 1843篇 |
免费 | 229篇 |
国内免费 | 166篇 |
专业分类
2238篇 |
出版年
2024年 | 7篇 |
2023年 | 74篇 |
2022年 | 17篇 |
2021年 | 51篇 |
2020年 | 113篇 |
2019年 | 99篇 |
2018年 | 87篇 |
2017年 | 110篇 |
2016年 | 104篇 |
2015年 | 63篇 |
2014年 | 81篇 |
2013年 | 284篇 |
2012年 | 69篇 |
2011年 | 63篇 |
2010年 | 52篇 |
2009年 | 88篇 |
2008年 | 89篇 |
2007年 | 108篇 |
2006年 | 67篇 |
2005年 | 72篇 |
2004年 | 56篇 |
2003年 | 63篇 |
2002年 | 64篇 |
2001年 | 54篇 |
2000年 | 34篇 |
1999年 | 34篇 |
1998年 | 20篇 |
1997年 | 14篇 |
1996年 | 29篇 |
1995年 | 18篇 |
1994年 | 18篇 |
1993年 | 11篇 |
1992年 | 21篇 |
1991年 | 11篇 |
1990年 | 9篇 |
1989年 | 11篇 |
1988年 | 15篇 |
1987年 | 4篇 |
1986年 | 6篇 |
1985年 | 5篇 |
1984年 | 5篇 |
1983年 | 6篇 |
1982年 | 3篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1978年 | 6篇 |
1977年 | 8篇 |
1976年 | 2篇 |
1975年 | 2篇 |
排序方式: 共有2238条查询结果,搜索用时 15 毫秒
131.
132.
Ljubica Damjanovic Alexandre Williot Isabelle Blanchette 《British journal of psychology (London, England : 1953)》2020,111(2):275-296
Counter-terrorism strategies rely on the assumption that it is possible to increase threat detection by providing explicit verbal instructions to orient people's attention to dangerous objects and hostile behaviours in their environment. Nevertheless, whether verbal cues can be used to enhance threat detection performance under laboratory conditions is currently unclear. In Experiment 1, student participants were required to detect a picture of a dangerous or neutral object embedded within a visual search display on the basis of an emotional strategy ‘is it dangerous?’ or a semantic strategy ‘is it an object?’. The results showed a threat superiority effect that was enhanced by the emotional visual search strategy. In Experiment 2, whilst trainee police officers displayed a greater threat superiority effect than student controls, both groups benefitted from performing the task under the emotional than semantic visual search strategy. Manipulating situational threat levels (high vs. low) in the experimental instructions had no effect on visual search performance. The current findings provide new support for the language-as-context hypothesis. They are also consistent with a dual-processing account of threat detection involving a verbally mediated route in working memory and the deployment of a visual template developed as a function of training. 相似文献
133.
134.
135.
136.
137.
Hannah Botsis 《Qualitative research in psychology》2018,15(2-3):412-430
This article reflects on a creative visual-narrative approach to understanding South African students’ lived experiences of languages. Data were collected in two interviews: the first entailing a biographical history and the drawing of a linguistic portrait on a simple body outline and the second a narrative interview utilising the portrait generated in the first as a basis for talking about language and identity. Framing the research process in this creative visual mode shifts the focus of narrative talk, simultaneously grounding it in affective, embodied experience, and enabling a reflexive position from which to analyse the taken-for-granted role of language in the minutiae of everyday life. The theoretical lenses of identity and subjectivity are invigorated through these metaphorical representations, and new creative possibilities are released for analysing the role of language in mediating shifting power dynamics in post-apartheid and postcolonial South African life. 相似文献
138.
This study addressed the development of language-mediated categorization longitudinally, on a sample of Serbian-speaking children aged 16–20 months. Twenty four children were tested 3 consecutive times on: categorization of unknown objects with a shared label and a similar shape; and categorization of unknown objects with a shared label, but no visual similarity. The task was embedded in a game-like activity which included real object manipulation, categorization of novel objects labeled with made-up names, and socio-pragmatic cues provided by the experimenter. Our results indicate that an average child develops the ability to categorize novel objects with a similar shape and a shared label around 16 months of age, whereas for novel objects with a shared label, but no visual similarity, this ability is acquired sometime between 18 and 20 months of age. Our results partly confirm research findings obtained in other languages, thus emphasizing the need for cross-linguistic and cross-cultural validation of all language-related developmental studies. 相似文献
139.
Recent theoretical accounts of verbal and visuo-spatial short-term memory (STM) have proposed the existence of domain-general mechanisms for the maintenance of serial order information. These accounts are based on the observation of similar behavioural effects across several modalities, such as temporal grouping effects. Across two experiments, the present study aimed at extending these findings, by exploring a STM modality that has received little interest so far, STM for musical information. Given its inherent rhythmic, temporal and serial organisation, the musical domain is of interest for investigating serial order STM processes such as temporal grouping. In Experiment 1, the data did not allow to determine the presence or the absence of temporal grouping effects. In Experiment 2, we observed that temporal grouping of tone sequences during encoding improves short-term recognition for serially presented probe tones. Furthermore, the serial position curves included micro-primacy and micro-recency effects, which are the hallmark characteristic of temporal grouping. Our results suggest that the encoding of serial order information in musical STM may be supported by temporal positional coding mechanisms similar to those reported in the verbal domain. 相似文献
140.
Experiments examining identity priming from attended and ignored novel words (words that are used only once except when repetition is required due to experimental manipulation) in a lexical decision task are reported. Experiment 1 tested English monolinguals whereas Experiment 2 tested Twi (a native language of Ghana, Africa)-English bilinguals. Participants were presented with sequential pairs of stimuli composed of a prime followed by a probe, with each containing two items. The participants were required to name the target word in the prime display, and to make a lexical decision to the target item in the probe display. On attended repetition (AR) trials the probe target item was identical to the target word on the preceding attentional display. On ignored repetition (IR) trials the probe target item was the same as the distractor word in the preceding attentional display. The experiments produced facilitated (positive) priming in the AR trials and delayed (negative) priming in the IR trials. Significantly, the positive and negative priming effects also replicated across both monolingual and bilingual groups of participants, despite the fact that the bilinguals were responding to the task in their non-dominant language. 相似文献